Storyland Adventures: Exploring Truths Through Fiction

High School Grade

Project
4 weeks

Storyland Adventures: Exploring Truths Through Fiction

Lilia Moreno Delgado

Purpose

Students will dive into the world of fiction to discover how stories can mirror and influence real-world issues, all while having fun and finding ease in the creative process. They will choose a fiction book that resonates with a societal topic, explore its themes, and relate them to contemporary or historical events. Through engaging activities like discussions, creative presentations, and reflective journaling, students will enhance their understanding of the connection between fiction and reality, promoting critical thinking and empathy.

Learning goals

Students will dive into fictional narratives to uncover themes and perspectives that mirror real-world issues. They will work in teams to create engaging presentations that link these themes to current societal challenges. Through interactive activities and lively discussions, students will sharpen their critical thinking and communication skills, all while enjoying the creative process.

Standards

Common Core - CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
Common Core - CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
Common Core - CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Products

Students will collaboratively design a vibrant mural that visually captures the central themes and conflicts of a chosen book, incorporating their artwork and selected quotes. They will also create a digital interactive map that traces the geographical and emotional journey of characters, highlighting key plot points and themes. These creative products will be showcased at the 'Fictional Worlds Fair,' offering an engaging and accessible way for all students to share their insights and reflections.

Launch

Kick off the project with a "Literary Escape Room" challenge. Transform the library into a series of themed rooms, each inspired by a different fiction book. Students will work in teams to solve engaging puzzles and riddles related to the themes and conflicts of these books. As they progress, they will unlock clues that introduce them to the central question of the project, sparking curiosity and excitement for the month ahead.

Exhibition

Transform the library into a vibrant 'Fictional Worlds Fair' where students set up interactive booths representing different books. Each booth will feature adapted scenes, character analyses, thematic explorations, and creative displays, such as murals and digital maps. Invite peers, teachers, and community members to experience these immersive presentations, encouraging engaging discussions on how fictional stories illuminate real-world issues.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Launch the project with a 'Literary Escape Room' challenge in the library. Transform sections of the library into themed rooms inspired by different fiction books. Students will work in teams to solve puzzles and riddles related to the themes and conflicts of these books, unlocking clues that introduce them to the project's essential question.	Facilitate a class discussion on the escape room experience, encouraging students to share their observations on how fiction can reflect real-world issues. Introduce the essential question: 'How do fictional stories influence our understanding of real-world issues?'	Guide students to form small groups and select a fiction book from a curated list that resonates with a real-world issue they are interested in exploring. Each group should start reading their chosen book and begin identifying initial themes and characters.	Introduce students to reflective journaling. Have each student create a digital journal to document their thoughts on character development, themes, and personal connections to the story as they read the book.	In groups, students will brainstorm creative ways to adapt a scene from their book into a short play. They should focus on character development and thematic elements they wish to highlight, preparing a preliminary plan for the adaptation.
Deliverables	1. A selected fiction book for each group and a preliminary plan for adapting a scene into a short play. 2. Initial entries in individual digital journals reflecting on character development and thematic insights.
Preparation	1. Set up the 'Literary Escape Room' with puzzles and riddles based on selected fiction books. Ensure all necessary materials and clues are prepared and organized. 2. Compile a list of fiction books that address various real-world issues and ensure they are accessible in the library for student selection. 3. Create templates for digital journals that students will use to document their reflections and insights throughout the project. 4. Arrange spaces in the library or classroom where students can collaborate and discuss their book selections and adaptation plans.

Week 2	Day 1	Day 2	Day 3	Day 4
Activities	Conduct a class discussion where students share insights from their reading so far, focusing on character development and thematic elements that resonate with real-world issues.	Guide students in conducting research related to the societal issue depicted in their book, gathering articles, data, and historical context. Document these findings in their digital journals.	Facilitate a workshop where students begin drafting a storyboard for their adapted scene, outlining key dialogues and actions that highlight themes and character development.	Lead a brainstorming session for the collaborative mural, encouraging students to share ideas on visual representations, quotes, and artistic styles that reflect their book's themes.
Deliverables	1. A research summary in each group's digital journal connecting the book's themes to contemporary or historical events. 2. A draft storyboard for the adapted scene, detailing dialogues and actions. 3. Initial sketches or concept plans for the collaborative mural, including thematic elements and visual ideas.
Preparation	1. Provide access to digital and physical resources for research, such as library databases and online articles. 2. Prepare materials for the storyboard workshop, including templates and examples of effective storyboards. 3. Compile art supplies and resources for the mural brainstorming session, ensuring a variety of mediums are available (e.g., markers, paints, digital art tools). 4. Coordinate with the theater teacher to discuss potential rehearsal spaces and times for scene adaptations.

Week 3	Day 1	Day 2	Day 3	Day 4
Activities	Facilitate a peer review session where each group presents a draft of their adapted scene to another group. Encourage constructive feedback focused on character portrayal, thematic clarity, and engagement.	Conduct a workshop on incorporating research findings into the adapted scene. Students should ensure their scene reflects both the fictional narrative and the real-world issue they've explored.	Guide students in rehearsing their adapted scenes, focusing on expression, timing, and audience engagement. Emphasize storytelling techniques to effectively convey their insights.	Lead a creative workshop for developing the collaborative mural and digital interactive map. Groups should brainstorm and create visual elements that represent the themes and character journeys from their book.
Deliverables	1. A revised script of the adapted scene incorporating peer feedback. 2. A rehearsal video showcasing the adapted scene with initial critiques. 3. Completed visual elements for the collaborative mural and draft components of the digital interactive map.
Preparation	1. Prepare guidelines for the peer review session, emphasizing specific feedback on character portrayal and thematic representation. 2. Organize examples of strong integration of research into creative narratives for the workshop. 3. Ensure rehearsal space is equipped with necessary technology, such as cameras for recording practice sessions. 4. Compile art supplies and digital tools for the mural and map development, providing access to various creative resources.

Week 4	Day 1	Day 2	Day 3	Day 4
Activities	Organize a final rehearsal session where each group practices their adapted scenes and multimedia presentations, focusing on timing, delivery, and audience engagement.	Facilitate a reflection workshop where students individually and collectively reflect on their learning journey, discussing how their understanding of real-world issues has evolved through their engagement with fiction.	Host the 'Fictional Worlds Fair' in the library, where students set up interactive booths to present their adapted scenes, murals, and interactive maps to peers, teachers, and invited community members. Encourage Q&A sessions to foster dialogue.	Lead a closing discussion to gather student feedback on the project experience, insights gained, and suggestions for future projects.
Deliverables	1. Finalized adapted scenes and multimedia presentations, including any last-minute adjustments made during the rehearsal. 2. Participation in the 'Fictional Worlds Fair' showcase, presenting the interactive booths and engaging with the audience. 3. A reflective journal entry summarizing personal insights and learning outcomes from the project.
Preparation	1. Arrange the library space for the final rehearsal and 'Fictional Worlds Fair,' ensuring all necessary technology (projectors, speakers) and booth materials are set up and functioning. 2. Coordinate with community members and staff to attend the 'Fictional Worlds Fair,' promoting the event to ensure a supportive audience. 3. Prepare reflection prompts and materials for the reflection workshop to guide students in articulating their learning experiences. 4. Create a feedback form to collect student input on the project process and outcomes, ensuring it is accessible online for ease of use.